Effect of internal versus external focus of attention on implicit motor learning in children with developmental coordination disorder

2015 ◽  
Vol 37 ◽  
pp. 119-126 ◽  
Author(s):  
Tal Jarus ◽  
Parisa Ghanouni ◽  
Rachel L. Abel ◽  
Shelby L. Fomenoff ◽  
Jocelyn Lundberg ◽  
...  
Keyword(s):  
Motor Learning ◽  
Developmental Coordination Disorder ◽  
Focus Of Attention ◽  
External Focus ◽  
Implicit Motor Learning ◽  
Implicit Motor ◽  
Coordination Disorder

scholarly journals Motor learning in children with developmental coordination disorder: The role of focus of attention and working memory

2018 ◽  
Vol 62 ◽  
pp. 211-220 ◽  
Author(s):  
Sandra J.M. van Cappellen – van Maldegem ◽  
Femke van Abswoude ◽  
Hilde Krajenbrink ◽  
Bert Steenbergen
Keyword(s):  
Working Memory ◽  
Motor Learning ◽  
Developmental Coordination Disorder ◽  
Focus Of Attention ◽  
Coordination Disorder

scholarly journals Implicit motor learning in primary school children: A systematic review

2021 ◽  
pp. 1-19
Author(s):  
Femke van Abswoude ◽  
Remo Mombarg ◽  
Wouter de Groot ◽  
Gwennyth Eileen Spruijtenburg ◽  
Bert Steenbergen
Keyword(s):  
Systematic Review ◽  
Motor Learning ◽  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Implicit Motor Learning ◽  
Implicit Motor

scholarly journals Implicit motor learning within three trials

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Jennifer E. Ruttle ◽  
Bernard Marius ’t Hart ◽  
Denise Y. P. Henriques
Keyword(s):  
Motor Learning ◽  
Implicit Learning ◽  
Time Course ◽  
Skills Training ◽  
Implicit Processes ◽  
Training Performance ◽  
Slow Development ◽  
Implicit Motor Learning ◽  
Implicit Motor ◽  
And Shifts

AbstractIn motor learning, the slow development of implicit learning is traditionally taken for granted. While much is known about training performance during adaptation to a perturbation in reaches, saccades and locomotion, little is known about the time course of the underlying implicit processes during normal motor adaptation. Implicit learning is characterized by both changes in internal models and state estimates of limb position. Here, we measure both as reach aftereffects and shifts in hand localization in our participants, after every training trial. The observed implicit changes were near asymptote after only one to three perturbed training trials and were not predicted by a two-rate model’s slow process that is supposed to capture implicit learning. Hence, we show that implicit learning is much faster than conventionally believed, which has implications for rehabilitation and skills training.

Transcranial static magnetic stimulation over the primary motor cortex alters sequential implicit motor learning

2019 ◽  
Vol 696 ◽  
pp. 33-37 ◽  
Author(s):  
Ippei Nojima ◽  
Tatsunori Watanabe ◽  
Tomoya Gyoda ◽  
Hisato Sugata ◽  
Takashi Ikeda ◽  
...  
Keyword(s):  
Motor Cortex ◽  
Motor Learning ◽  
Magnetic Stimulation ◽  
Primary Motor Cortex ◽  
Implicit Motor Learning ◽  
Implicit Motor

scholarly journals The Effect of External Attentional Focus and Self-Controlled Feedback on Motor Learning in Older Adults

2020 ◽  
Vol 27 (1) ◽  
pp. 9-13
Author(s):  
Sima Razaghi ◽  
Esmaeel Saemi ◽  
Rasool Abedanzadeh
Keyword(s):  
Older Adults ◽  
Motor Learning ◽  
Retention Test ◽  
Attentional Focus ◽  
Focus Of Attention ◽  
The Other ◽  
Acquisition Phase ◽  
Control Group ◽  
External Focus ◽  
Mixed Anova

AbstractIntroduction. External focus instruction and self-controlled feedback have beneficial effects on motor learning. The purpose of the present study was to investigate the benefits of combined effects of external focus instruction and self-controlled feedback on balance performance in older adults.Material and Methods. Forty older adults (mean age: 63.21 ± 3.6 years; all female) were selected and randomly divided into 4 groups: self-controlled feedback, external attention, external attention/self-controlled feedback and control group. The task of standing on the platform of the stabilometer device and trying to keep the platform horizontally as much as possible was performed in each 30-sec. trial. The participants of self-controlled group received feedback on the timing of balance after the trials. In the external focus of attention, participants noticed the signs that were located horizontally ahead of their feet. The test was conducted in two sessions. In the acquisition phase, 10 trials of 30 seconds were performed and the retention test was completed 24 hours later as 5 trials of 30 seconds.Results. The results of mixed ANOVA on time data as an indicator of balance in the acquisition phase showed that the mixed group of external focus of attention and self-controlled feedback had better performance than the other groups (p = 0.004). In the retention test, the results of mixed ANOVA showed that the participants in the combined group of external focus and self-controlled feedback had better performance than the other groups (p = 0.006). The external focus of attention and self-controlled feedback performed similarly, and both were superior to the control group (p < 0.05).Conclusions. The results of this study, supporting the OPTIMAL theory of motor learning in the elderly, showed that the combination of two factors of external focus and self-controlled feedback has a double advantage over the presence of each of the factors. Therefore, it is suggested that the combinations of external focus instructions and self-controlled feedback should be used to improve performance and motor learning in the classes of practical and clinical rehabilitation fields.

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